Academic Self-efficacy Perceptions Research Articles

Relationship between super-leadership and self-directed learning ability in online nursing education: The mediating effects of self-leadership and self-efficacy perceptions

BackgroundSelf-directed learning ability is a core competence that enables students to enhance their academic achievement, clinical competence, and professional growth in nursing education. Super-leadership—as a strategy to develop the learning process—promotes students’ self-leadership, which, in turn, enhances perceived self-efficacy perception and ultimately facilitates self-directed learning ability. Few studies have rigorously determined the influences of super-leadership, self-leadership, and academic self-efficacy perceptions on self-directed learning ability in online nursing education during the COVID-19 pandemic. ObjectivesTo determine the mediating effects of self-leadership and self-efficacy perceptions in the relationship between perceived super-leadership and self-directed learning ability. DesignThis study was conducted using a quantitative mediation analysis design. ParticipantsOne hundred and fifty nursing students were conveniently recruited from two nursing colleges offering the same four-year nursing degree program. MethodsParticipants completed a super-leadership scale, a self-leadership scale, an academic self-efficacy scale, and a self-directed learning ability inventory. Data were analyzed with Pearson's correlations, regression analysis, Sobel's test, and Hayes's Process Macro using the bootstrap method. ResultsSelf-directed learning ability was correlated with perceived super-leadership (r = .47, p < .001), self-leadership (r = 0.69, p < .001), and academic self-efficacy (r = 0.29, p < .001). Super-leadership influenced self-leadership (β = 0.42, p < .001), academic self-efficacy (β = 0.22, p = .002), and self-directed learning ability (β = 0.36, p < .001). Self-leadership and academic self-efficacy mediated the relationship between super-leadership and self-directed learning ability (β = .42, p < .001; β = 0.35, p < .001) (z = 1.936, p = .026 by Sobel test). ConclusionLearning strategies to enhance self-directed learning ability are required for successful super-leadership to boost self-leadership and academic self-efficacy perceptions among nursing students in the online, asynchronous COVID-19 educational environment. Therefore, this study's empirical evidence on integrating super-leadership with self-leadership and academic self-efficacy has practical and future research implications in terms of attaining core academic goals for nursing students.

Young Adolescent Perceptions of School Climate and Self-Efficacy: The Intersectionality of Race and Gender

ABSTRACT The researchers investigated adolescent perceptions of school climate and academic self-efficacy over time for a group of Grade 7 through Grade 9 students. We followed 717 students in an ethnically diverse school district in a small town in northern Ohio from fall 2009 to spring 2011. Four waves of data collected in surveys each fall and spring included measures of perceptions of school climate and academic self-efficacy. Compared to the original cohort of middle school students, the Grade 9 cohort demonstrated the most consistent school climate scores over time, but the Grade 7 students demonstrated the greatest change over two years. White girls exhibited the most consistent level of self-efficacy over time, but ethnically minoritized girls demonstrated the lowest level of self-efficacy (most often) when compared to White girls or ethnically minoritized boys. Results illustrate the importance of intersectional analyses of adolescents’ perceptions of their schools and of themselves so as not to make assumptions about all students within certain gender or ethnic/racial identities.

Relationship between computer use related self-efficacy perceptions and academic success of conservatory students during distance education in the COVID-19 pandemic

This research aims to determine the relationship between the computer use related self-efficacy perceptions and academic success of conservatory students in distance education during the COVID-19 pandemic. The sample group of the study consists of 130 students who received distance education at Zonguldak Bülent Ecevit University State Conservatory during the COVID-19 pandemic. The quantitative data of the study were obtained via the "Computer Self-Efficacy Perception Scale" developed by Aşkar and Umay, and the academic success scores were obtained through correspondence with the conservatory administration. The demographic characteristics of the participants including gender, branch, age, and class information in the sample group were collected through a form prepared by the researcher. SPSS 21.0 program was used in the analysis of the research data. The data was analysed using a t-test, ANOVA and correlation and regression analyses. According to the results of the research, there is a positive, significant, and moderate relationship between conservatory students' computer self-efficacy perceptions and their academic success scores in distance education. The current study revealed that conservatory students' computer self-efficacy perceptions are a predictor of the academic success scores in distance education and can explain 30.2% of the academic success score. Gender, branch, age, and class variables do not have a significant effect on academic success scores and computer self-efficacy perceptions.

Ineffectiveness Of Online Interactive Video Content Developed For Programming Education

In this study, the effects of interactive video usage in programming education on academic achievement and self-efficacy perception of programming were investigated by taking into account learning styles. The research was patterned according to causal-comparative model, and also, correlation analysis was performed for relationship research. Sixty-one students attending 3rd grade in Computer and Instructional Technology Education (CEIT) of Yıldız Technical University participated in the study. Research data were collected with “Interview form,” “Academic Achievement Test,” “self-efficacy scale for programming,” “learning styles index” and “interactive Video system.” ANCOVA, Correlation and Kruskal Wallis H-test were used in the analysis of the data. The data was analyzed on the computer with the SPSS package program. According to research findings, interactive video monitoring rates did not differ significantly in the students ' academic achievement and self-efficacy perceptions of programming. It was found that students ' learning style preferences had no impact on interactive video viewing rates. The relationship between the change in students ' academic achievement and the change in self-efficacy perception scores related to programming has been examined; as academic achievement increases, it has been concluded that the perception of self-efficacy about programming has fallen.

Yüksek Din Öğretimi Öğrencilerinin Öğrenme İklimi Algılarının Akademik Özyeterlik ve Akademik Başarıyla İlişkisi Üzerine Bir Araştırma

Bilgi çağı olarak nitelendirilen günümüzde, bilginin üretildiği, eğitim-öğretim faaliyetlerinin yapıldığı, öğrenimin gerçekleştiği okullardan, bu çağın gereklerine uygun, özgüveni yüksek bir öğrenci profili yetiştirmesi beklenmektedir. Bu konuda öğrenme iklimi önemlidir. İklim alan yazınında örgüt iklimi ve okul iklimi yerine kullanılan yeni bileşenlerden biri olan, öğrenme yetisini ilgilendiren her türlü faktörü içeren öğrenme iklimi; insan unsurları, öğrenmenin gerçekleştiği sanal ve gerçek mekân özellikleri başta olmak üzere pek çok boyutlarıyla ele alınmakta, öğrenme iklimini ölçmeye yönelik geliştirilen araçlarla ölçümler yapılmaktadır. Elde edilen veriler iyileştirme çalışmalarına kaynaklık etmektedir. Çalışmamızda okul öğrenme iklimi okula bağlılık, öğrenme ortamı, iletişim boyutlarıyla ele alınmıştır. Sosyal Bilişsel Kuramın temel kavramlarından özyeterliğin bir türü olarak, öğrencilerin akademik çalışma gerektiren konularda kendilerine olan öz güvenlerini ifade eden, bu kapsamda öğrenebilmek için bireyin etkili biliş stratejilerini kullanabilme, öğrenme çevrelerini ve öğrenme zamanlarını etkili bir şekilde yönetebilme ve kendi performansını etkili bir şekilde düzenleyebilmesi şeklinde de açıklanabilen akademik özyeterlik, araştırmacılarca farklı boyutlarla ele alınmakta, farklı ölçeklerle ölçümler yapılmaktadır. Çalışmamızda, akademik özyeterlik, bilişsel, sosyal ve teknik boyutlarda ele alınmıştır. İnsanı hayatın akışı içerisinde güçlü kılan asıl unsurlar kendine güven, eleştirel bakış, sosyal ilişkilerde başarı, herhangi bir sportif sanatsal ya da kültürel alana ilgi gibi temel beceriler, öğrencilerin okul ikliminden kazandıklarıyla mümkündür. Bu durumda, okulda iyi bir rüzgâr estirebilmenin, yaşanılası ve sevilesi bir hava oluşturabilmenin, özgün ve eleştirel bir zemine oturabilmenin ancak olumlu ve sürdürülebilir bir okul iklimiyle mümkün olduğunu söyleyebiliriz. Akademik özyeterliği olumlu besleyen okul iklimi, iklimin etkilediği insan unsurlarının başarısını da beraberinde getirecektir. Pozitif okul iklimi güçlü akademik özyeterlik akademik başarının da en büyük araçları haline gelecektir. Öğrenme iklimini ölçmek, okullardaki kişilerarası ilişkiler, rol modeller, beklentileri vb. boyutlarıyla hayatın kalitesini aynı zamanda öğrencilerin başarısını ve memnuniyetini anlamaya yardımcı olabilmektedir. Bu çalışmanın amacı, yüksek din öğrenim gören öğrencilerin öğrenme iklimi algıları ile akademik özyeterlik ve akademik başarıları arasındaki ilişkiyi incelemektir. Bu çerçevede dört temel araştırma sorusu cevaplanmaya çalışılmıştır: (i) Yüksek din öğrenimi öğrencilerinin öğrenme iklimi ve akademik özyeterlik algıları ne düzeydedir? (ii) Yüksek din öğrenimi öğrencilerinin öğrenme iklimi ve akademik özyeterlik algıları arasında anlamlı ilişki var mıdır? (iii) Yüksek din öğrenimi öğrencilerinin yaş, öğrenme iklimi ve akademik özyeterlik inançları akademik başarılarının anlamlı yordayıcısı mıdır? (iv) Yüksek din öğrenimi öğrencilerinin öğrenme iklimine dair olumsuz algılarına ilişkin görüşleri nelerdir? Karma yöntem ve yakınsak paralel araştırma deseni ile desenlenen araştırmada çeşitleme stratejisi kullanılmıştır. Araştırmada, Türkiye'de devlet üniversiteleri bünyesindeki muhtelif İlahiyat ve İslami İlimler Fakültelerinde yüksek din öğrenimi gören, altı fakülteden, nicel bölümde 1147 öğrenciye Owen ve Froman tarafından geliştirilen, Ekici tarafından Türkçe’ye uyarlaması yapılan Akademik Özyeterlik Ölçeği ve Terzi tarafından geliştirilen, Üniversite Öğrencilerine Yönelik Okul İklimi Ölçeği uygulanırken, nitel bölümde ise aynı fakültelerden 18 öğrenciye görüşme formu doldurtulmuştur. 2019 Mayıs ayında gerçekleştirilen araştırma sonrası elde edilen nicel veri setine normallik testi uygulanmış, verilerin analizinde; Bağımsız Gruplar t Testi, Mann Whitney U Testi, Levene testi, Tek Yönlü Varyans Analizi (ANOVA), Scheffe Testi, Kruskal Wallis H Testi, Pearson product-Moment Korelasyonu, Polyserial Korelasyonu ve Yol Analizi yapılmıştır. Nitel veriler betimsel analizle çözümlenmiştir. Araştırma sonuçlarına göre, yüksek din öğrenimi öğrencilerinin öğrenme iklimi algıları olumsuz çıkmıştır. Yüksek din öğrenimi öğrencilerinin genel olarak Akademik Özyeterlik algıları da olumsuz çıkmıştır. Okul İklimi Ölçeğinin genel ortalaması ile Akademik Özyeterlik Algısı Ölçeğinin genel ortalaması arasında korelasyon orta düzeydedir. Araştırma sonucuna göre elde edilen bulgular alanyazın eşliğinde tartışılmış ve yorumlar sonrası yüksek din öğretiminde pozitif bir öğrenme iklimini sağlayacağı, yüksek din öğretimi öğrencilerinin akademik özyeterliklerini güçlendireceği ve akademik başarılarını artıracağı düşünülen çeşitli çözüm önerileri sunulmuştur.

Emotional eating: Really hungry or just angry?

The aim of this study was to investigate the effect of parenting styles and academic self-efficacy on emotional eating behaviours within a sample of adolescents. The sample of this cross-sectionally designed study consisted of 584 adolescents between the ages of 12-17years. In order to collect necessary data, the Emotional Eating Scale for Child and Adolescent, the Parenting Style Scale and Academic Self-efficacy Scale were utilized. In this sample, Emotional Eating Scale's total score of girls was higher than boys, and emotional eating was not related to body mass index. Parenting styles and academic self-efficacy predicted 34% of the variants seen in emotional eating behaviours of adolescents. While a positive relation existed between emotional eating and negligent parenting style, a negative significant relation occurred between permissive and democratic type of parenting styles and emotional eating. In addition, emotional eating behaviours decreased, whereas academic self-efficacy perception increased accordingly. The results showed that emotional eating behaviours of adolescents were in relation with parenting styles and academic self-efficacy. A good understanding of the multifactorial structure of emotional eating in adolescents will help to develop essential programmes in order to design effective coping mechanisms.

Implicit Theories, Social Support, and Hope as Serial Mediators for Predicting Academic Self-Efficacy Among Higher Education Students

This study examined the predictive role of learning difficulties in the academic self-efficacy of students enrolled in higher education institutions and the serial multiple mediation of inner and external resources. The sample consisted of 2,113 students (age range = 18–35 years) at 25 higher education institutions in Israel. Participants were divided into four groups: (a) 668 typical students (without learning difficulties or attention-deficit-hyperactivity disorder [ADHD]), (b) 370 students with self-reported but undiagnosed academic difficulties, (c) 372 students diagnosed with specific learning disabilities (SLDs), and (d) 703 students diagnosed with attention-deficit disorders (ADHD). Implicit theories on accommodations, perceptions of social support, hope, and academic self-efficacy were examined. Results demonstrated that students with SLD and ADHD had higher beliefs in the value of expectations, yet they experienced lower levels of academic self-efficacy than their typical peers. These implicit theories did not predict directly the academic self-efficacy, but external resources (perceptions of support) and internal resources (hope) mediated these relationships. The results focused on the accommodations and beliefs in their value for predicting academic self-efficacy, and the importance of social support and hope.

Predictors of lifelong learning: Information literacy and academic self-efficacy

The aim of this study is to determine whether the prospective teachers' information literacy levels and academic self-efficacy perceptions predict their lifelong learning tendencies. This research was conducted with 500 prospective teachers studying at Van Yuzuncu Yil University, Faculty of Education. In this study, ‘Lifelong Learning Tendencies Scale’ developed by Gur-Erdogan and Arsal (2016), ‘Information Literacy Scale’ developed by Adiguzel (2011) and ‘Academic Self-efficacy Scale’ adapted into Turkish by Yilmaz, Gurcay and Ekici (2007) were used for data collection. The data were analysed with descriptive statistics (mean and standard deviation), Pearson Product Moments Correlation Coefficient and stepwise regression analysis. As a result, it was concluded that prospective teachers' lifelong learning tendencies, information literacy and academic self-efficacy were at a high level, and there is a moderate, positive and significant relationship between prospective teachers’ lifelong learning tendencies, information literacy and academic self-efficacy. Furthermore, it was concluded that prospective teachers’ information literacy and academic self-efficacy are significant predictors of their lifelong learning tendencies and they can explain 41% of the variance in lifelong learning tendencies.&#x0D; Keywords: Lifelong learning, information literacy, academic self-efficacy, prospective teachers.

Lise öğrencilerinin İngilizce öğrenmede medya ve bilgi teknolojisi araçlarının kullanımına yönelik tutumları ve akademik öz-yeterlik algıları

The present study aims to examine the relationship between high school students’ academic self-efficacy perceptions and their attitudes towards the use of media and information technology tools in learning English as well as the effects of gender and grade level on these variables. To this end, 249 Anatolian High School students in Istanbul from different grade levels took the Attitude Scale for the Use of Media and Information Technology Tools in Learning English (Güven, 2015) and the Academic Self Efficacy Scale (Kandemir , 2010). Descriptive and inferential statistical methods were carried out to analyze the quantitative data. The results showed that female students feel academically more self-efficient although no difference emerged between males and females in terms of their attitudes towards ICT and media tools in learning English. An incremental pattern was also observed in that students from the higher grade levels have more positive attitudes and feel more self-efficacious than students in the lower grades. In addition, correlational analyses showed that the students with a positive attitude towards ICT and media tools in learning English have higher academic self- efficacy levels. Likewise, the students with negative attitudes towards ICT and media tools had lower academic self-efficacy ratings.

A Role of Siblings in Perception of Academic Self-Efficacy and Social Support

An educational efficiency of an individual is strongly and bidirectionally connected with his/her self-perception determined by the unique family system and overall sense of social well-being. The role of parents is obvious and both theoretically and empirically well-researched. Nevertheless, academic self-efficacy may be significantly affected also by siblings, whose role is neglected by theory and research. Our research deals with various specifics of siblings’ constellations and their impact on selected dimensions of academic self-efficacy (perception of school success, efficiency, educational dispositions, and ambitions). Our findings proved differences in all observed categories (gender, family order, age-distance) and indicate relative better academic self-efficacy (compared with a sibling) by females and respondents with a brother. Similarly, higher level of academic self-efficacy was detected by older siblings and respondents with a longer age-distance between them and their siblings. Moreover, the research points out the siblings-related specifics of social support perceived from a family. Conclusions are applicable in educational theory as well as in praxis of educational counselling with an intention to support equal opportunities in education and professional development.

The Impact of a Student Success Workshop on Perceived Academic Self-Efficacy in First-year Associate Degree Nursing Students: A Pilot Study

Nurse educators are required to create supportive learning environments that promote student success and wellbeing. Assessing and addressing academic self-efficacy is an important aspect of the supportive learning environment. The literature context relative to the value of addressing academic self-efficacy in the facilitation of nursing student success was explored. A Doctor of Nursing Practice (DNP) project was designed and implemented to study the impact of a student success workshop on perceptions of academic self-efficacy among first year prelicensure nursing students. The quasi-experimental pre-test/post-test study design utilized a convenience sample of first-year nursing students in an Associate Degree Nursing program. The College Academic Self Efficacy Scale (CASES) was administered before and after the implementation of a student success workshop. Study data was analyzed to determine if the study intervention impacted perceived academic self-efficacy among the research participants. Although total mean CASES scores did not show a statistically significant increase between the pretest and posttest assessments of academic self-efficacy, the study offers a foundation to support continued efforts by nurse educators to design, implement, and study student success interventions within prelicensure nursing curriculums.

A study on the effectiveness of coping with test anxiety program based on cognitive-behavioral approach

&lt;span&gt;The purpose of this study is to examine the impact of the program for coping with test anxiety based on the cognitive-behavioral approach on the levels of test anxiety, irrational thoughts, coping levels and academic self-efficacy perceptions of adolescents in the 8th grade. The study was performed as a semi-experimental study based on pre-test and post-test model with an experimental group and a control group. &lt;/span&gt;&lt;span lang="IN"&gt;There were &lt;/span&gt;&lt;span&gt;32 students studying in the 8th grade in Kilis during the 2018-2019 school year &lt;/span&gt;&lt;span lang="IN"&gt;participated&lt;/span&gt;&lt;span&gt; in the study. While a seven-session Coping with Test Anxiety program based on Cognitive-Behavioral approach was applied to the students in the experimental group, no study was conducted with the control group. The Mann-Whitney U Test, Friedman Test, and Wilcoxon Signed-Rank Test were used in the analyses of data obtained from the study. According to study results, it can be said that the program for coping with test anxiety based on the cognitive-behavioral approach was significantly effective in the levels of test anxiety, irrational beliefs and active and avoidant coping levels of the adolescents while it was not effective in academic self-efficacy perceptions and negative avoidant coping levels.&lt;/span&gt;

An Investigation of Academic Self-Efficacy Perceptions of Primary Mathematics Teacher Candidates

The aim of this study was to investigate the academic self-efficacy perceptions of primary school mathematics teacher candidates according to different variables. For this purpose, the &amp;ldquo;Academic Self-Efficacy Scale&amp;rdquo;, which was developed by Jerusalem and Schwarz (1981) to measure the academic self-efficacy beliefs of mathematics teacher candidates, which was adapted to Turkish by Yılmaz, G&amp;uuml;r&amp;ccedil;ay and Ekici (2007) and validated by the reliability and validity scale, were used as data collection tools. The study was conducted in the fall semester of 2017-2018 academic year. The sample of the study consists of 157 teacher candidates studying at the 1st, 2nd, 3rd and 4th years of the Elementary Mathematics Teaching Program of the Faculty of Education at a state university. Independent sample t-test and ANOVA were used for the analysis of collected information. As a results of data analysis, student&amp;rsquo;s academic self efficacy perceptions were found generally high. In addition, it was concluded that the mean scores of academic self-efficacy perceptions of mathematics teachers did not show a statistically significant difference according to their gender and grade level, but there was a significant difference between the age, whether they willingly chose what they are studying or not and mathematics achievement groups.

Evaluation of Academic Self - Efficacy Perceptions and Instructional Dissent Attitudes of Teacher Candidates in Terms of Classroom Management

In this study, academic self-efficacy perceptions and instructional dissent attitudes of teacher candidates have been examined and the findings have been evaluated in terms of classroom management. The population consists 2409 teacher candidates from the Faculty of Education in Eskisehir Osman Gazi University in the fall semester of 2018. Descriptive statistics were used while evaluating their perceptions and attitudes. Non-parametric tests were applied in the analysis since the data distribution was not normal. Mann Whitney U Analysis was used to determine whether there was a significant difference in their academic self-efficacy perceptions and instructional dissent attitudes by gender, while Kruskal Wallis Analysis was used to determine whether there was a significant difference by departments. Spearman’s Rank Correlation Analysis was used to determine whether there is a relationship between their academic self-efficacy perceptions and instructional dissent attitudes. According to the findings, it has been seen that the academic self-efficacy perceptions of teacher candidates are at a normal level and instructional dissent attitudes are at a low level. The total scores of teacher candidates calculated for the whole academic self-efficacy perceptions and coping subdimension were significantly different in favor of female candidates. There was no significant difference by departments. There was no significant difference in instructional dissent by gender and departments. It has been found out that there is a low-level relationship between the total scores of academic self-efficacy perception levels and instructional dissent attitudes of teacher candidates.

A Study on preservice teachers’ academic self-efficacy

The aim of this study was to explore if there is a significant difference between preservice teachers’ academic self-efficacy perceptions and their gender, fields of study in high school and departments at their university. The study was carried out through descriptive survey model, one of quantitative research models. The sample of the study consisted of 653 freshmen preservice teachers in the Faculty of Education at Gazi University. Convenience sampling method was used in the study. Percentage, frequency, arithmetic mean, standard deviation, Kruskal-Wallis and t test were used in the analysis of the data collected via “Academic Self-Efficacy Scale”. Findings reveal that there is no significant difference between preservice teachers’ academic self-efficacy levels and their gender, fields of study in high school and departments at their university. Findings also indicate that preservice teachers’ academic self-efficacy levels are in “partly sufficient” range.

Academic Motivation and Academic Self-efficacy of Prospective Teachers

The purpose of this study is to examine the relationships between academic self-efficacy perception of prospective teachers and their academic motivation levels. The study was conducted on 322 prospective teachers (226 female and 96 male) who were in 3rd and 4th grades at Faculty of Education in Sakarya University during Spring term of 2017-2018 academic year. Data was collected through “Academic Motivation Scale” developed by Vallerand et al. (1992) and adapted into Turkish by Karagüven (2012) and “Self-perception of Candidate Teachers on Teaching Proficiency Scale” developed by Çakır, Erkuş, and Kılıç (2004). SPSS 23 package program was used to analyze the data; percentage, frequency, arithmetic mean, standard deviation, independent samples t-test, one-way analysis of variance (ANOVA), Tukey HSD and Pearson Correlation test were used in the data analysis. The results of analyses indicated that academic self-efficacy perception levels of the prospective teachers were at desired level. However, their academic motivation levels were at middle level. The result of the analysis revealed that the prospective teachers who were female and taught at 4th grade had higher academic self-efficacy score whereas significant difference was not found in academic motivation levels in terms of gender and grade. On the other hand, there was a significant difference in both academic self-efficacy perception of the prospective teacher and their academic motivation levels in terms of department variables. Prospective teachers enrolled at the department of Preschool and Science Education had higher academic self-efficacy perception than those enrolled at the department of Computer Education and Instructional Technologies, English, Special Education, Social Science and Mathematics. Prospective teachers enrolled at the department of Psychological Counseling and Guidance and Science Education had higher academic motivation levels than English prospective teachers. Further, significant positive correlations were observed between academic motivation and academic self-efficacy of prospective teachers.

Evaluation of Prospective Teachers in Terms of Academic Self-Efficacy and Professional Competence

&lt;p style="text-align:justify"&gt;This study aims to determine the relationship between the self-efficacy perceptions of the prospective teachers and the levels of their professional competence. In the study, relational screening model is used and it is investigated whether prospective teachers' perceptions of academic self-efficacy and professional competence differed according to various variables. The population of the research constitutes 1430 university students (prospective teachers) who are educated in Inonu University Pedagogical Formation Education (PFE) Program in 2015-2016 academic year. In the sample of the study, there are 537 participants who were determined by random sampling method. The Ohio Teacher Competence Scale and The Academic Self-Efficacy Scale (Turkish versions) are used as a data collection tool. In the analysis of the data, the standard deviation, frequency, percentage and arithmetic mean of respondents were calculated. One-way analysis of variance, ANOVA and Scheffe Test are used. The main result of this research is that the perceptions of academic self-efficacy of prospective teachers are "Moderate" but their perceptions of professional competence are in level "Very". According to this result, prospective teachers are of the opinion that the teaching profession can be achieved with “a moderate level of academic competence”.&lt;/p&gt;

Beden Eğitimi Öğretmen Adaylarının Bilişötesi Öğrenme Stratejileri, Akademik Öz-Yeterlikleri ve Öğretmenlik Mesleğine Yönelik Tutumları

The purpose of this study was to analyze metacognitive learning strategies and academic selfefficacy perceptions of pre-service physical education (PE) teachers and their attitudes towards the profession of teaching according to some demographic variables, and to determine the relationship between these variables. This study was conducted on 610 pre-service PE teachers. The Metacognitive Learning Strategies Scale (MLSS), the Academic Self-Efficacy Scale (ASES) and the Teaching Profession Attitude Scale (TPAS) were administered on the participants. Descriptive statistical methods, t test, MANOVA, ANOVA and correlation analysis were used in the data analysis. Whereas significant difference was not found in the values of academic self-efficacy beliefs and attitudes toward teaching profession based on gender, significant differences were found in between some of the subscales of the MLSS. The scores of the female pre-service PE teachers were higher than male participants, and the scores of the participants from the MLSS, the ASES and the TPAS did not differ significantly regarding their grade levels. Additionally, significant positive correlations were observed between the scores of the MLSS, the ASES and the TPAS.

Examination of Science and Math Course Achievements of Vocational High School Students in the Scope of Self-efficacy and Anxiety

This study attempted to predict physics, chemistry, and biology and math course achievements of vocational high school students according to the variables of student self-efficacy, academic self-efficacy, state anxiety and trait anxiety. Study data were collected using a questionnaire administered to the students of a vocational high school located in Ankara, the capital city of Turkey. According to the results of the study, academic self-efficacy perceptions of students predicted achievement in physics, chemistry and math courses. Achievement in biology course, on the other hand, was predicted by student self-efficacy. When the results were examined according to the anxiety variable, trait anxiety was detected to predict physics course achievement and state anxiety to predict math course achievement. Study results showed that types and effects of anxiety and self-efficacy variables vary depending on the characteristics and nature of courses.

Academic Self-Concept and Academic Self-Efficacy: Self-Beliefs Enable Academic Achievement of Twice-Exceptional Students

Many studies have reported that twice-exceptional (2e) students were vulnerable in psychological traits and exhibited low-academic self-concept and academic self-efficacy. Such vulnerability may cause their academic failures. This study applied interpretative phenomenological analysis (IPA), a qualitative approach to investigate the perceptions of academic self-concept and academic self-efficacy in six 2e students from a Singapore secondary school. Results demonstrate that 2e students could possess high-academic self-concept and academic self-efficacy that empower their academic success. This study suggests strategies such as focusing on the 2e students’ strength areas and developing their interests in particular academic domains to enable their development of high-academic self-concept. We also recommend practices such as creating the experiences of success, practicing effective parental and teacher support, and providing positive peer influence to foster 2e students’ high-academic self-efficacy.